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Planning and Implementation of a 21st Century Classroom Project

Planning and Implementation of a 21st Century Classroom Project

Margaret L. Rice, Connie Bain
Copyright: © 2013 |Pages: 17
ISBN13: 9781466642379|ISBN10: 1466642378|EISBN13: 9781466642386
DOI: 10.4018/978-1-4666-4237-9.ch005
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MLA

Rice, Margaret L., and Connie Bain. "Planning and Implementation of a 21st Century Classroom Project." Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective, edited by Angela D. Benson, et al., IGI Global, 2013, pp. 76-92. https://doi.org/10.4018/978-1-4666-4237-9.ch005

APA

Rice, M. L. & Bain, C. (2013). Planning and Implementation of a 21st Century Classroom Project. In A. Benson, J. Moore, & S. Williams van Rooij (Eds.), Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective (pp. 76-92). IGI Global. https://doi.org/10.4018/978-1-4666-4237-9.ch005

Chicago

Rice, Margaret L., and Connie Bain. "Planning and Implementation of a 21st Century Classroom Project." In Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective, edited by Angela D. Benson, Joi L. Moore, and Shahron Williams van Rooij, 76-92. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4237-9.ch005

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Abstract

A southeastern school district technology committee was tasked with designing and implementing a project to develop 21st century classrooms throughout the school district. After research, it was determined classrooms would include interactive whiteboards, slates that interact with whiteboards from anywhere in the room, mounted projectors, teacher laptops, document cameras, classroom sets of student response systems (clickers), podiums for the laptops and storage, and sound systems with voice enhancers. Project challenges included updating the school district’s infrastructure, training teachers, designing and remodeling classrooms in terms of electrical outlets and data drops, and ensuring equity for all the district’s schools. The district used a project-planning model that included research, collaboration, prioritizing, implementation (divided into four phases – infrastructure, teacher laptops, interactive classroom, equipment replacement), and evaluation. All phases were completed in two years and one cycle of Phase 4 (equipment replacement) was completed prior to a severe budget crisis in the state.

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